■ : ' ; i2 



LIBRARY OF CONGRESS, 

COPYRIGHT OFFICE. 

No registration of title of this book 
as a preliminary to copyright protec- 
tion has been found. 

JUL I! WO/ 
Forwarded to Order Division ^y 

(Apr. 5, 1901-5,000.) ^ ^ 




Class AJlLli-£ 
Book- »M 



SENSE TRAINING AND GAMES 



Sense Training and Games 



BY 



RUTH ADSIT 

Critic Primary Training, State Normal School 
1896-1906 




CEDAR FALLS, IOWA 






\^ ^ 



'•USiHAKY of CONGRESS] 

iTwo Conies Received 
jun 11 iyor 

CepynsM Ervtry 



t5£ XXC, No. * 

COPY d. & 

Bill mi — aa— 'iiai nJ 



COPYRIGHT, 1906 

BY 

RUTH ADSIT 



Received from 
Copyright Offica. 

I 



REPUBLICAN PRINTING CO. 
CEDAR RAPIDS, IA. 



To 

My Little Pupils 

Who have been my guide and inspiration 
in the preparation of these exercises this 
book is lovingly dedicated 



CONTENTS 




Introduction .... 


9 


Recognition of Sounds 


17 


Recognition of Voices 


. . 19 


Sketching ..... 


21 


Acts of Imitation 


22 


Requests ..... 


24 


Pictures ..... 


29 


Action Sentences . . 


3i 


Miscellaneous Exercises 


34 


Games : 




Bean Bags .... 


41 


Arithmetic .... 


47 


Phonics .... 


• • 56 


Miscellaneous Games . 


• • 63 


Suggestive Exercises . 


68 


Poems .... 


. . 6 9 



INTRODUCTION 

"As all impressions are carried to the brain 
through the sense avenues, opportunities for the 
careful training and development of the senses 
should be created along all lines of school work. 
Although a child's senses may 'be perfectly nor- 
mal, there is a vast difference between what they 
are by nature and what they may become by con- 
stant and attentive exercise. It is within the 
teacher's power to do much toward perfecting 
this part of the child's organism — the education 
of which is the necessary preface to the educa- 
tion of the mind. Teachers are becoming con- 
verted to this idea, consequently the Sense 
Training Exercises are finding a more conspicu- 
ous place on the programs of our public schools." 

Paramount Aims in Sense Training. 

To train pupils to concentrate their attention be- 
fore the more formal work begins. 

To arouse dull, slow moving minds. 

To come in contact with the pupils at a period 
when they are not learning and reciting lessons. 

To train for leadership. 

To recall in a pleasing way what has been 
taugiht them. 



10 Introduction 

Choice of Subject Matter. 

There can be no close attention, no deep interest 
where the exercises border on monotony. 

In planning a Sense Training Lesson, choose 
exercises having variety in subject matter rather 
than four or five of the same nature. 

Suggestive Outlines. 

I 

Recognition of Sounds, Exercises 3-4. 

Miscellaneous Exercises, Exercises 3 & 19. 

Bean Bags, Exercise 2. 

Pictures, Exercise 2. 

Requests (given by the pupils.) 

II. 

Sketching, Exercise 2. 
Miscellaneous, Exercise 5. 
Miscellaneous, Exercise 9. 
-Recognition of Voices, Exercise 6. 
Miscellaneous, Exercise 30. 
Acts of Imitation. 

Time. 

The Lessons will occupy about ten minutes — 
never more than fifteen minutes. This will necessi- 
tate spending but a short time on each exercise. 
The work will be for pleasure, for stimulation, rest 
and recreation, and the children will be in a state 
of healthy mental activity. 



Introduction 1 1 

Presentation of Exercises. 

We should make a strenuous effort to have the 
pupils take directions correctly the first time they 
are given. We must plan for a gradual advance 
toward exactness by taking each new exercise 
through step by step; having the things present 
to the sense; leading the pupils tO' see; to under- 
stand the teacher's aim before they are asked to 
do abstract thinking. 

Thus we are able to hold up the positive, suc- 
cessful side. 

The exercises should be presented in all ways to 
appeal to children and should be subject to change 
in order to accustom the pupils to act under new 
conditions and circumstances. 

The Teacher. 

Is the guiding spirit. Upon her depends, large- 
ly, the successful teaching and application of these 
exercises. 

Her directions — short and rapid — are given in 
a voice and manner which attract her pupils. She 
has the materials for the lesson close at hand and 
her excellent supervision and foresight in avoiding 
mistakes are conspicuous traits. 



MATERIALS FOR SENSE 
TRAINING 

/. Bean Bags. 

These should be made in the standard colors. 
In order that they may be kept bright and in readi- 
ness for use in the exercises which aim to empha- 
size color, it is advisable to select some dark color 
for the bags that are to be used in the other bean 
bag games. 

As far as possible, we should ask the children 
to assist in the preparation of materials and thus 
advance a strong motive for Hand Work — the pro- 
duction of an article for use. 

Pupils in the first grade can measure and cut 
out the bean bags and bring the corn or beans to 
fill them. The finishing of the bags may be left 
to the second or third grades. 

In such a plan, two important factors of Com- 
munity Life are being inculcated — co-operation 
and helpfulness. 

2. Pictures. 

No highly colored, gaudy, inartistic pic- 
tures should be used. The children should come 
in contact with the highest and best whenever op- 
portunity affords. 



14 Sense Training and Games 

It is wise to choose pictures in which the thought 
and composition appeal to the child. Pictures that 
he can learn to love and and appreciate. 

Mount the pictures that are to be handled on 
stiff cardboard. 

References — 

-Colored Pictures of Birds — A. W. Mumford, 
Chicago. 

J. P. Brown Pictures — Beverly, Mass. 

Perry Pictures — Boston. 

Pictures taken from Wheeler Primer (Silver 
Burdette Co., Chicago.) 

j\ Objects. 

A great variety of attractive objects is desira- 
ble. To this collection, the children will be glad 
to add their contribution. 

4. A Chart. 

Made of large sheets of manila paper and fasten- 
ed at the top between two strips of heavy moulding 
will be found exceedingly valuable for use in the 
Requests and Acts of Imitation. 

Upon this chart will be recorded work in 

(a) Arithmetic. 

Combinations, multiplication tables, etc. 

Pictures pasted to show the different groupings 
in a number. 



Sense Training and Games 15 

Fashion magazines furnish desirable pictures of 
children, men and women for the illustration of 
problems in number work. 

Cut out the pictures of houses in the Ladies' 
Home Journal and other magazines. Also cows, 
sheep and horses from the Farm Journals. 

The work of cutting the pictures and pasting 
them on the chart should be done by the class. 

For instance, practical problems involving the 
combinations in six are being given, using the pic- 
tures for illustration. "Four boys in one yard. 
Four girls in the house. There are eight children 
because four and four." 

The teacher says, "Let us show the children on 
the chart." The pictures are then pasted. The 
children see the chart grow. They recognize it as 
a direct expression of their thoughts and efforts. 

The paper cuttings may be utilized to illustrate 
these number groups. 

(b) Reading. 

Action Sentences written on the chart are al- 
ways ready for use. 

Lessons based upon the child's experiences: 

"We found a robin's nest. 

It was in a pine tree. 

It was made of hay, grass and mud. 

It had four blue eggs in it." 



1 6 Sense Training and Games 

Words, sentences and phrases chosen from the 
Reading books, 
(c) Phonics. 
aa-ecdSefgghiij k 1 m n 5 o 

pqrsstuuvwxyzch tch sh wh th 
Vr au aw all er ir nr wor ow on ae ea oa ee 

ie ing tion ble tie ry ny ty sy ly na ta ra ne 
te to ro bi nu tu ank and ung ang ing 




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RECOGNITION OF SOUNDS 

1. Familiar tunes are played on a musical in- 
strument. Members of the class are asked to tell 
what was played. 

2. Tap bell, hand bell, sleigh bells are on the ta- 
ble. One child stands with his back to the table. 
The teacher taps the bell, rings the sleigh bells, 
etc. The pupil imitates. 

3. A child Who is blindfolded finds the clock 
from sound. 

4. A pupil is blindfolded. Sleigh bells are giv- 
en to a number of pupils who run to different 
parts of the room. One child rings his bell. The 
one who is blindfolded finds the child from the 
sound of the bell and tells who has it by the sound 
of the voice. 

5. Four pupils each run to different parts of 
the room. Bach one takes some sound (rattle, 
bells, etc.) Each pupil — in turn — asks, "What 
have I?" The one who is blindfolded tells what 
each child has. "John is in the east part of the 
room. He has the rattle," etc. 

6. Four or five pupils come to the front. Each 
one makes some sound, as, shaking the bells, 
knocking on the door, marking on the board, clap- 



1 8 Sense Training and Games 

ping the hands. Some one is blindfolded. The 
sounds are repeated. The child who is blindfolded 
tells who makes the different sounds. 

7. Three or four pupils come to the front. Walk 
across the room while the pupils at the seats listen 
to the peculiarity of each one's walk. Blindfold 
some one. The pupils who are standing in front 
walk as before. As soon as a child walks, the child 
who is blindfolded gives the name; as, "John 
walked, Nellie, Mary." 

8. The above test may be varied by having one 
child walk, another run, some one else skip or hop. 

9. Blindfold a pupil or have the members of 
the class stand with their faces from the board. 
The teacher makes a certain number of dots or 
lines. Pupils tell from the sound, the number of 
lines or dots that are made. 

(This is an excellent opportunity to emphasize 
addition combinations. Teacher makes two dots. 
Stops an instant, makes three more. The child 
says, "Five." He then looks at the dots and lines 
and gives the combination, "Two and three, five." 



RECOGNITION OF VOICES 

i. The teacher or pupil hums a line or two of 
a familiar song. Call on some one to tell the name 
of the song. 

2. Lines from three or four different songs may 
be hummed or sung. Names of the songs are told. 

3. Blindfold a child. Point to some one to 
sing the scale. One who was blindfolded tells who 
sang. 

4. Three or more children may sing at the same 
time. The one who is blindfolded recognizes the 
voices of those who sang. 

5. Blindfold a pupil. The teacher points to 
some one who says, "It is I." The one who was 
blindfolded runs to the child who spoke and says, 
"It was she," or, "It was he." 

6. Three or four pupils — one after the other — 
may say, "It is I." The one who was blindfolded 
touches each child who spoke, and says, "It was 
they." 

7. Blindfold a pupil. Three or four from the 
class run to different parts of the room. Each one 
asks, "Where am I?" The one who is blindfolded 
gives the name of the child and tells where he is. 
"Carrie is in the east part of the room. Bessie is 
in the west part of the room." 



20 Sense Training and Games 

8. Blindfold a pupil. The teacher points to 
two pupils who ask, "Who are we?" The one 
blindfolded gives the names, "Mary and John." 




X 

- 

w 

u 

w 

H 

o 



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SKETCHING 

i. The teacher may tell a pupil how many 
sketches to put upon the board. He arranges 
them in groups. If he is requested to make five 
sketches, he puts two in one group and three in 
the other. Or, one sketch in the first group and 
four in the other. 

Class observes an instant. Some one is called 
upon. 

"John sketched five pictures. 

A tree and a tent. 

The Eskimo's igloo, spear and hood." 

2. One child may put a number of sketches on 
the board. Pupils observe an instant. The sketch- 
es are erased. Some one tells what was sketched. 

3. Members of the class face in opposite 
direction to pupils who are rapidly putting simple 
sketches on the board. As soon as they are com- 
pleted, an opportunity is given for a quick glance. 
After which some one tells what each child has 
sketched. "John sketched a house." "Mary 
sketched a tree." 



ACTS OF IMITATION 

The acts of imitation are similar to the re- 
quests. They should contain much thought con- 
tent and thus afford an opportunity for frequent 
and attractive reviews. They are of inestimable 
value in strengthening the memory and laying the 
foundation for concentrated effort. 

i. The teacher performs the following acts: 

Rings the bell. Writes September. 

Says, "This is Eugene Field's birthday. 

He loved the carnation." 

Mary being the one upon whom the teacher 
calls, comes to the front and imitates her. 

2. Some one is called to show the others what 
to do. 

Perhaps he points to the picture of Baby Stuart. 

Repeats a poem. 

Tosses the bean bag. 

He then calls on som'e one to do the same. 

3. Four or five pupils come to the front. Each 
one — in turn — performs some act. One child 
writes a word. 

Some one else sings a song. 

A poem is repeated. 

Some one is then called to imitate the different 
pupils and give the names of the original per- 
formers. 



Sense Training and Games 23 

4. Free Dramatizations. 

The children are requested to think of some- 
thing to dramatize. Three or four pupils are 
called to the front. Each child — in turn — renders 
his dramatization. 

One child pulls a bell-rope; another churns; an- 
other sprinkles clothes. The teacher calls on 
some one to tell what each child was imitating. 

"Bessie was ringing a bell. Mary was sprinkling 
clothes. Carrie was churning." 

5. Vary the above exercises by having some 
one perform the different acts and tell who he 
was imitating. 

6. Some member of the class may be the lead- 
er. After performing several acts, he calls on 
some one to imitate him. 



REQUESTS 

The requests given to pupils who enter school 
for the first time must of necessity be very simple, 
involving as much action as possible. Run, hop, 
skip, jump, etc. However, as the pupils advance 
in age, grow in power and ability to do, the re- 
quests should be made more difficult. The general 
lessons may be made the basis of many of the re- 
quests, thus securing interest, power of atten'ion, 
and affording a valuable opportunity for a review 
of the work done. Many teachers fail to get the 
best results because they insert difficulties with 
which the child is unable to cope. For instance 
the following directions are given: "Clap your 
hands. Point to the picture of Longfellow. Run 
north, south, east and west." After performing 
the first request, the child hesitates. There has 
not been a previous study of Longfellow. His 
picture is not known. By the time the teacher has 
helped the child over this difficulty, the crain of 
thought has been lost and he fails to act the other 
requests. 

The purpose of this exercise is not to impart in- 
formation, but to test the pupTs ability to take 
directions; to secure mental alctness and power 
of attention. Consequently, when framing a set 



Sense Training and Games 25 

of requests, the teacher should be c ireful to elimi- 
nate everything- with which the child is not farnik 
iar. Care should be taken to place the most diffi- 
cult things at the close. In the writing, sketch- 
ing and dramatizing, corrections and suggestions 
are invariably needed. If such help be given at 
first, the child seldom remembers what other direc- 
t'txns have been given him. The teacher's bung- 
ling manner of presentation; her lack of power to 
understand the child's ability, is oftentimes the 
cause of unnecessary mistakes. The following 
requests are suggestions of what may be given. 
They are for the most part an out- growth of 
what has been taught in the general lesson. 

Point to the picture of night. 

Tell something about the Golden-rod. 

Sketch Hiawatha's cradle. 

Touch the picture of Columbus. 
Show his three ships and name them. 
Ring the bell. 

Point North. 

Say a poem. 

Write the name of this month. 

Run. 

Jump. 



26 Sense Training and Games 

Lead with the sounds. (Recognition Sounds, 
Ex. 6.) 
Hop. 
Skip. 

Clap your hands. 
Lead with the bean bags. (Bean Bags, Ex. 4.) 

Point to the picture of the Sistine Madonna 
Write the day of the week and the name of the 
month. 

Pose for the Cherubs. 

Point to the picture of Raphael. 

Touch the picture of the Cherubs. 

Tell something about the month of January. 

Say a poem about January. 

Write January. 

Tell how the Eskimos build their igloos. 
Sketch an igloo. 

Show how the Eskimo mother melts snow or 
ice. 

Show the Eskimo's lamp. 

Tell how the Eskimo heats his igloo. 

Sketch the ice-bergs. 

Tell something about March. 
Sketch a pussy-willow twig. 
Say a poem about March. 



Sense Training and Gaines 27 

Tell what seeds we have planted. 

Name the twigs in the jar. 

Say a poem about April. 

Tell who made the first flag. 
Give the colors. Tell what they mean. (Red, 
be brave; white, be pure; blue, be true.) 

Name the birds you know. (Pictures of birds 
are in the room.) 

Give the sounds on the board. 

Name three pictures. 

Give the combinations in six (From the board 
or chart.) 

Tell the words you know. (List of words on 
the board). 

Show your First Reader. 

Play a game. 

While the requests are arranged in groups, it is 
not intended that they should always be given in 
the same order. There is great danger in the 
sense training of repeating an exercise too often, 
until it becomes merely an act of memory and thus 
defeats its main purpose — the forming habits of at- 
tention. 

The pupils are often asked to give requests. It 
is excellent drill for them, a means of making 



28 Sense Training and Games 

them independent in their way of thinking and 
doing*. 

Have the pupils make little books, at the Hand 
Work Period, in which to write requests. Tlhey 
will take much pleasure in reading a group of re- 
quests and calling on others to perform them. 




POSING FOR THE ANGELUS (p. 29) 



PICTURES 

1. Arrange pictures upon a large chart. The 
teacher or pupil touches several pictures. The 
names of the pictures are given in the order 
touched. "Sistine Madonna, Raphael, Cherubs, 
Angelus." 

2. The teacher shows a picture for an instant. 
From memory, a pupil brings a picture like the 
one shown. 

Two or three pictures may be shown. Pupils 
match them. 

3. Call a number of pupils to the front. Give 
each one a picture. The pictures are raised and 
lowered. Some one tells what picture each child 
has. 

"Carrie has the picture of George Washington. 
Mary has the picture of the Beggar Boys." 

4. A number of pupils are in a group. The 
pupils at the seats observe what picture the teacher 
gives each child. The pupils at the seats face while 
the teacher changes the pictures. She then calls 
upon some one to replace the pictures. Or, at a 
given signal the pupils place the pictures on the 
table. Some one is called upon to replace them. 

5. Three or four pictures posed. 



30 Sense Training and Games 

The teacher says, "Pose for the Angelus, Mary 
and John. 

The Cherubs, Dorothy and Gladys. 

The Gleaners, Mable, Marian and Jessie." 

As the pupils are called, they group themselves 
in front, choose the character which they are to 
represent and study their pictures until the teacher 
says, "Pose." Pupils then respond by taking the 
pose, which is kept until some one is called to lead. 
The pupils who have posed then run to their seats. 
The leader says the name of the picture and tells 
who posed for it, as, "The Gleaners, Mable, Mar- 
ian and Jessie. The Cherulbs, Dorothy and Gladys." 

The children come forward as their names are 
called. The leader says, "Pose." The children 
are soon in position. 

Mistakes in position were corrected in the first 
attempt. The teacher takes advantage of this rep- 
etition to secure thoughtful and painstaking ef- 
forts toward perfecting the pose. 



ACTION SENTENCES 

Pupils stand with their backs to the board. 

The teacher writes three or four sentences; gives 
an opportunity for observation; draws a curtain 
over the work and calls on some one to act the 
sentences. 

The aim is accuracy and rapidity. 

We must pave the way for the attainment of 
these by removing all difficulties which the child 
is unable to surmount. 

Clare should be taken to choose sentences that 
the pupils can read readily. 

When a new sentence is taken it should be put 
upon the board and read. Then written in connec- 
tion with other sentences with which the pupils 
are familiar. 

SUGGESTIVE ACTION SENTENCES. 

Stand. Run east. 

Run. Fly the kite. 

Hop. Tell us your name. 

Jump. Hop on your left foot. 

Skip. Stand on a chair. 

Hold the doll. Read in a book. 
Knock on the door. Bring me a cube. 
Catch the bean bag. Tell where you live. 



32 



Sense Training and Games 



Jump the rope. Tell where you sit. 

Wave the flag. Name a picture you like. 

Find something that is Make a bow. 



red. 
Take four steps. 
Roll the sphere. 
Hold up your right 

(hand. 
Clap your hands. 
Bounce the ball. 



Buzz like a bee. 
Rise on your toes. 
Touch a blue eyed girl. 
Count the boys in your 

row. 
Say a poem. 
Spin the tin plate. 



Hide the blue bean bag. Sketch a leaf. 
Break a piece of chalk. Touch the clock. 
Touch some glass. Sing. 



Shut your eyes. 
Walk north. 
Skip south. 
Point west. 
Sketch a forest. 
Sketch a wigwam. 
Sing to Hiawatha. 



Stand by your seat. 

Tell how Nokomiis made 

Hiawatha's cradle. 
Blow the feather. 
Make 8 circles, (to show 

some combination in 

8.) ■ 



Touch the picture of the Draw 6 lines. 

Cherubs. Tell the words on the 

Shut the door. board. 

Name your books. Write the name of this 

Count by 2's to 24. month. 

Choose six people to Touch the picture of 

play a game. Baby Stuart. 



Sense Training and Games 



33 



Write the following action sentences on cards: 

Fly like a bird. Moo like a cow. 

Run like a deer. Mew like a cat. 

Hop like a frog". Bark like a dog. 

Call on four or five pupils, one after the other; 
they act the sentences. Call on some one to tell 
what was being imitated. "John was a bird, 
Mary was a deer." Or, "Be a deer, Mary. A bird, 
John." 



Open the door. 
Touch a red flower. 
Ring a bell. 
Jump like a frog. 
Tell the time of day. 
Name the days of the 
week. 



Be a lamib. 

Be a robin. 

Shake hands with me. 

Skip to the window. 

Bow to a little girl. 

Bow to' me. 

Walk to the desk. 



MISCELLANEOUS EXERCISES 

i. Pupils come to the front as their names are 
called and stand in a row! near the door. When 
the teacher calls on some one at the seats, the 
pupils in front face the door. 

The one called upon, faces in the opposite di- 
rection, while the teacher signals to two or three 
pupils in the line to leave the room. 

The pupil then turns and calls them back. 

Children return as their names are called. 

; 2. Call four or five children. Those at the 
seats observe the color of hair, eyes, dress, etc. 
Some one is blindfolded. The teacher or pupils 
describe some one in the group. "I see a boy who 
has light hair and brown eyes. He wears a black 
and white blouse." The one who is blindfolded 
tells who is being described. 

3. Motion to several in the class to come for- 
ward. Pupils at the seats are given a moment for 
careful observation and study. Thus, "Think how 
you can tell Mabel. Notice Stanley's collar," etc. 
Blindfold some one. The pupils in line step for- 
ward, one at a time. The one who is blindfolded 
tells by feeling who is standing before him. 

4. Place a number of objects on the table. Cov- 
er them. Call on some one to name the objects. 

5. A group of pupils in front with their hands 



Sense Training and Games 35 

back of them. An object is given to each one. 
At a signal from the teacher, the objects are raised 
for an instant. They are lowered when some one 
is called upon to tell what each child had. "John 
had a top, Mary a ball. Grace a cube." 

6. Vary the game by having the objects placed 
in the basket as soon as some one at the seats is 
called. This pupil returns each object to the child 
who showed it. 

7. Pour or five pupils place objects in different 
parts of the room. When some one is called, the 
pupils place their objects on a tray or in a basket. 

The one called upon replaces the objects and 
tells to whom they belong. When the objects 
have been replaced, they are collected by the own- 
ers and carried to the basket. 

8. A number of pupils come to the front of 
the class. Each child is given the picture of a 
bird which he is to represent. Pupils at the seats 
observe what bird each child has. John has the 
robin. Mary the crow. Carrie the blue bird. The 
teacher says, "These 'birds have something to tell 
you. Tell which one is talking, Mary." She faces 
in the opposite direction, The teacher then sig- 
nals to the child who represents the robin. He 
says, "I must build my nest." Mary says, "The 
robin." Another bird says, "I am blue." "The 
blue bird." Or, each child may imitate the bird's 
call. 



2,6 Sense Training and Games 

9. Write three or four of the following sen- 
tences and call on some one to read each sentence 
as soon as it is written: 

Fly like a bird. Caw: like a crow. 

Be a deer. Be a lamb. 

iHop like a frog. Crow like a rooster. 

Moo like a cow. Cluck like a hen. 

Bark like a dog. Be an elephant:. 

Individuals are then ready to work. Write the 
name of some child after each sentence. Each 
child reads his sentence and runs to* the front. The 
teacher erases the sentences from the hoard and 
the children — in turn — act what they have pre- 
pared. Some one is called to tell what each child 
imitated. 

''Harry was a 'bird. Mary was a deer. Karl was 
a frog." 

10. Blindfold some one. Pupils exchange seats. 
The child who was blindfolded then assigns the 
seats by saying the child's name and showing him 
where to sit. 

11. A large card upon which are mounted col- 
ored samples of silk or cloth. 

Duplicates are on the tables. The teacher 
touches a sample. From memory, the pupil brings 
a sample like the one touched. Two or three sam- 
ples may be matched at a time. Such expressions 
as, "This sample matches that one," 'These sam- 



Sense Training and Games 37 

pies are alike," may be used. Variety of expres- 
sion should be encouraged at all times. 

12. Call on a number of pupils to come to the 
front. Place colored caps on their heads. Pupils 
at the seats face in opposite direction while the 
teacher changes the caps. She then calls on some 
one to> replace the caps. 

13. Color tablets pasted upon cards which are 
shown an instant. "Which color at the right? At 
the left? Name from' top to bottom. From bot- 
tom* to top." 

14. Show a red tablet. Find things in the 
room that are red. Proceed likewise with other 
colors. 

15. Have drawn upon the board two large 
squares. In the upper right square the teacher 
draws — -pupils watching — three- lines, a circle in 
the lower left, a triangle in the lower right. Erases 
figures. Pupil reproduces designs in the other 
square. Or, he turns and tells what has been 
drawin, (Figures and letters may be used.) 

16. Four pupils — in turn — run to different parts 
of the room and then to their seats. The pupil 
tells in which direction each child ran, e. g., 
"North, Mary; South, Carrie." 

17. TWo or more pupils may run in different di- 
rections, "John and Carrie ran North; Mary, Ray 
and Bessie, South." 



38 Sense Training and Games 

18. Two or more pupils take their positions in 
different parts of the room. Run to their seats. 
A pupil is called upon to tell where they stood. 
"Fred, Mae, Nellie — Nprth." (Pupils take their 
places in that part of the room). 

19. The teacher places different things in the 
child's hand. (Have him stand so that the pupils 
at the seats can see what he is handling.) He tells 
what they are by feeling. Fur, cotton, silk, flow- 
ers, nuts, fruits, may be utilized. Or, call on four 
or five pupils. Give each one an object to tell by 
feeling". 

20. A sack in which a number of objects may 
be found. Three or four objects are held up in 
succession. Objects are named in the order shown, 
top, ball, bell, etc. 

21. Description of Pupils. A child steps to 
the front of the room and passes quickly out of 
sight. Pupils in turn tell what they observed. Col- 
or of hair, dress, eyes, etc. The child returns and 
statements are verified. 

22. A row of solids placed on a tray or table. 
Without pupils observing, change the arrange- 
ment. Call on some one to replace the solids in 
the original position. 

23. Pupils may notice what solids the teacher 
places before them.. The child upon whom she 
calls, stands and turns in the opposite direction. 
Two or three solids are removed. Pupil names 



Sense Training and Games 39 

the solids that have been taken, "You took a sol- 
id 3x1x1." Or, "solids 2x2x2 and 3x1x1. " 

24. He may tell how many solids were taken. 
"You took one." "You took two." "Three were 
taken." 

(The exercises should tend to make the pupils 
as independent of the teacher as possible. The 
child should be trained to judge about the length 
of time that it takes for the teacher to remove the 
solids. He should turn for the second observation 
without a signal.) 

25. A row of four or five pupils in front with 
their hands behind them. Give two or three pu- 
pils solids that are alike. 

The solids are shown for an instant. One child 
stands and tells who have solids that are alike. 

26. Vary the exercise by giving pupils solids 
of different sizes. A child tells who have the larg- 
est solids. Or, who have the smallest solids. 

2j. Certain pupils in the group are given two 
solids, others three. "Who have two solids? 
Who have three solids?" 

28. Some in the group may have cones in their 
hands, others cubes, triangular prisms, etc. The 
solids are shown an instant. "Who have cones? 
Who have cubes? Who* have triangular prisms?" 

29. Place several solids on a table. Also sticks 
corresponding in length to the edges on the solids. 



40 Sense Training and Games 

Teacher touches an edge of a solid and says, 
"Bring- me a stick that is as long as this edge." 
From memory the child chooses the stick. He 
then measures to see if his judgment is correct. 

30. A table upon which are placed a numlber of 
solids. A child chooses a solid — feels of it — 
chooses one like it fro'm a bag in which there are 
a number of solids. "Find one smaller. Find a 
larger one. One that is heavier." 



BEAN BAGS 

i. The children who sit in the front seats may 
be the leaders. They write their names on the 
board. A bag (thrown through the rounds of a 
chair or inside the circle counts five. The leaders 
throw first — each throwing one bag — and take 
their places near their names. Each leader keeps 
tally for his row. The leader who gets the great- 
est number of fives wins the game. 

2. The teacher or pupil may toss up colored 
bean bags in succession. Call on some one to toss 
them in the same order. 

3. A number of pupils stand in front. Each 
one is given a colored bean bag. The bags are 
shown an instant and lowered. Some one is called 
upon to name the colors, "Lucy has the red, Kate 
the purple." 

4. Bach pupil in a group may be given a col- 
ored bean bag. The bags are shown an instant. 
Placed on a table. Sonne one is called upon to re- 
turn the bags to the owners, 

5. One child steps to the front. Throws up 
the bean bag as many times as he can catch it. As 
soon as he makes a miss another pupil is named 
to take his place. 

The pupils in the seats add two every time 
the bag is caught. Two, four, six, eight, etc. 



42 Sense Training and Games 

6. Two pupils may be chosen to play catch 
with the bean bags. They write their names upon 
the board and take places designated by the 
teacher. 

Each child chooses some one to keep his score. 
The teacher or pupils decide how much to count 
for each successful catch: 

Mable Karl 

5 5 

5 5 

5 

15 10 

The game may be closed by the teacher's direc- 
tion: ''Score?" Whereupon, the score is written. 

7. Pupils arrange themselves in a straight line. 
The leader, standing in front, tosses the bag to 
the child who is at the head of the line. He re- 
turns the bag to the leader. In this way the 'bag 
is sent down the line. The child who makes a miss 
in catching the bag, passes below the one who 
caught it. 

8. A hoop is held up. At some distance from 
this hoop a line is drawn upon which are placed 
three or four bean bags. A child makes an effort 
to throw the bags through the hoop. The spec- 
tators may applaud, or add a certain number for 
every successful effort. 



Sense Training and Games 43 

9. The hoops may be held by two leaders, 
each of whom chooses some one to throw the 
bags. Two helpers are also chosen by the lead- 
ers. The leaders pick up the bags that are thrown 
through the hoops. As soon as all the bags have 
been thrown, each helper announces the name of 
the child whom he has been assisting. They also 
tell how many bags each child has thrown through 
the hoop. "Mary — six. John — two." 

'All shout the name of the winner and applaud. 

10. Children in the front seats are each given 
a number of bags which they pass, one at a time, 
over their heads to the children seated next in 
line. In this manner, the bags are passed down 
the line as quickly as possible. As soon as the 
child who is last in his row receives all the bags, 
he calls "OUT!!" An attempt is then made to see 
how quickly each row can pass the bags to the 
front. 

11. Carry the bean bags. Six pupils take 
their places on the lines in the first tw'o rows: 

Row 1 

Row 2 

Row 3 

Goal. 

At a signal from the teacher, the pupils in the 
second row run and place the bags on the lines in 
row 3, and run to 1 the goal. They then turn 
quickly and run back to catch the pupils from row 



44 Sense Training' and Games 

I who are trying to get the bags, and get back to 
their starting place without being caught. (Pu- 
pils in row i do not run until the bags have been 
placed on the lines in row 3.) 

12. Row 1 

Row 2 

Rb w 3 . 

Goal 

Three pupils stand on the lines in row 1. To 
the pupils at the seats the teacher remarks, "Start 
them' when I raise my hand." "Go," is the enthu- 
siastic reply. The contestants carry the bean bags 
to the second row, drop them on the lines and run 
on to the goal. They then turn quickly, run back 
and get the bean bags and carry them to row 
1. The game is Won by the contestant who first 
reaches the starting place. 

13. Three pupils stand on the lines in row 1. 
Each pupil chooses a partner. Each partner 
places a bean bag on his head and stands on the 
lines in row 2. 

The teacher announces, "The piano will tell you 
when to start." The children in row: 1 stand 
waiting for the pianist to strike a chord. At the 
signal, the racers rush forward to remove the bean 
bags and run to the goal. 

They turn quickly, run back to their partners, 
replace the bags and run to row 1. Each racer 



'Sense Training and Games 45 

is eager to reach his starting place first and thus 
receive the applause from the spectators. 

14. Each partner may be given two bean bags. 
These are placed on either shoulder. Children in 
row 1 run to their partners, remove the bags 
from the right shoulder, run on to the goal and 
back to the starting point where the bean bags 
are dropped. The players immediately race back 
for the other bags — which the partners have 
placed on the right shoulders — run to the goal 
and back to row 1. The child who reaches row 
1 first, holds up the bean bags and receives the 
well deserved applause. 

15. Pupils stand facing each other in two rows. 

e d c b a 



> »> :. e d c b a 



-*mr 



Each leader at (a) is given a bean bag. At a 
signal from the teacher, the leaders run to the 
back of those standing in line, down the center, 
around the end of the line and hand the bag to the 
one stationed at (b), runs in the direction indi- 
cated by the arrow around (a) and hands the bag 
to (c). In this manner, the bags are sent down 
the line until each child has had an opportunity 
to race. As soon as the last child to> race reaches 
his place, his name is called by all who witness the 
game and applause follows. 



46 Sense Training and Games 

16. Pupils take the same position for the fol- 
lowing game: The leaders write their names on 
the board. A tosses the bag across to a who in 
turn sends it to b. The bag is thus sent down the 
line alternately from side to side. 

A failure to catch the bag, results in a mark be- 
ing placed under the name of the leader on whose 
side the failure occurred. When the bag reaches 
the end of the line, the children look on the board 
and call the name of the leader who has the few- 
est number of failures recorded. If there is a mu- 
sical instrument in the room, the g'ame is much 
more enjoyable. The music continues while the 
bags are being tossed from side to side. Tfce 
children clap to the music as soon as the name of 
the successful leader has been called. 



ARITHMETIC 

1. Cards upon Which are written certain com- 
bination's 2 may be held up for quick recognition. 

3 

2. Place several of the cards along the ledge of 
the black (board, or in a wire photo rack. 

Pupils face in opposite direction, Teacher re- 
moves one or two cards. Call on some one to 
tell what combinations were taken. "You took 
two and three — five." Or, "You took four and 
four — eight, and six and six — twelve." 

3. Several pupils stand in front of the class. 
Give each one a card. Members of the class ob- 
serve what combination each child has. When the 
teacher calls upon some one, the cards are low- 
ered. The child who has been called upon res- 
ponds, "Mary had five and five — ten; John six and 
six — twelve; Kate, eight and eight — sixteen." 

4. Call upon two children. Show a cornbina- 
tion. The one w!ho gives the answer first gets 
the card. The game is won by the one who g*ets 
the most cards. 

5. Several pupils come to the front. Each 
one is given a card. Pupils in the class observe 
closely. 



4 8 



Sense Training and Games 



Face in the opposite direction. 

The teacher changes the cards. 

Some one is called to replace the cards. 

6. Each child in the class has a box or envel- 
ope containing" squares of card-board. Upon each 
square is written a number. The teacher says 
"Five and two." Pupils find the numbers and 
their sum. Thus 



When new r numbers are announced, every one 
must follow. The object is to see who can make 
the most combinations. 

7. Numbers written on squares of card-board 
are placed on the table. One child may combine 
numbers until he makes a mistake. Another 
child is given an opportunity to try, and so on un- 
til all the cards are taken. The cards are then 
counted. 

8. The teacher m)ay give a num'ber as "Seven/' 
Pupils see who will be first in finding the numbers 
that make seven. 

9. Numbers written on cards are placed in the 
center of the table. Each child is given a certain 
num'ber of cards, turned face dow r n. The child 



Sense Training and Games 49 

who is about to play takes a card front his pack, 
combines the number with some number on the 
table and gives the sum,. (Failure to< answer in- 
stantly results in the forfeiture of the cards to* the 
one who has given the sum. (Dominoes may be 
used in the same way.) 

10. Card-boards upon which are arranged a 
certain number of dots. Pupils tell at a glance 
how many dots. 

11, Arrange blocks in groups. 00 00 

00 
"Tell how many, Florence." 

"Two and four — six." 



■>•> 



000 

o o o, "Carrie." "Three and three — six. ! 

00 

o 

00, "Roland." "One and four— five." 

"Tell how many I take, Harry." 

He faces in opposite direction. The teacher 
removes a number of blocks from one of the 
groups. Harry then looks to see how many 
were taken. "You took two. Two and four — 
six." Or, "You took three. Three and three- 
six." 

12. Place the pictures in groups on a chart. 
Touch certain groups. Pupils tell the number of 



50 Sense Training and Games 

pictures in each group that was touched. As, 
"Four trees, two rabbits, six dolls." 

13. The teacher says, "I'm thinking of two 
numbers that make ten. What are they?" (Pu- 
pils in turn guess.) 

"Two and eight — ten?" 

"No, they are not two and eight — ten," is the 
teacher's response. 

"Six and four — ten?" Yes, they are six and 
four — ten." 

The child who guesses correctly has the privi- 
lege in leading in the exercise. 

The multiplication tables may be taken as the 
subject for the same game. "I'm thinking of a 
certain number of nines." 

Pupib guess — "Six nines — fifty-four?" 

14. The teacher shows a number of blocks. 
"How, many blocks have I?" (Six might be the 

number.) 

The teacher then, places a number in either 

hand. 

She then shows the blocks that are in one hand 

and says: 

"How many in the other hand?" 

"You have two in the other hand." 

If the answer is correct, the blocks are shown 

and the child who answered says, "Two and four — 



six." 



i5- 



Sense Training and Gaines 
Class takes an imaginary journey. 



5i 



"Tell how many people you see at the stations 
along the way." 

"The people leave the station as soon as the 
train goes." 

"Let us tell how many people left each station." 
(Comibinations erased; sum stated.) 

16, Two children were given a package of flow- 
er seeds. 

They made small flower beds. 



Let us tell how many seeds they put in each bed. 

Before they covered the seeds, the children 
made labels and put in each bed. 

(Nlumfoers on squares of card board are placed 
on blackboard ledge beneath each bed.) 

"Then the children covered the seeds and told 
how many were in each bed. 

"Be the children, Harry, Mabel." 

Children take turns erasing dots. They say 
"Five seeds, because one and four," etc. 



52 Sense Training and Games 

"What happened in a short time?" 

"Seeds came up." 

"The labels were not needed any longer. The 
boy said, 'Sister, let uis 'begin at either end and see 
who can pull up' the most labels and tell how many 
plants we have in each garden.' " 

"Be the children, Cora, Nellie." 

(As soon as a card is taken, the combination is 
given, 'Cards are then counted.) 

17. "Close your eyes and tell how many pieces 
of chalk I have." 

(Smith Arithmetic — Ginn & Cb.) 

18. Combinations written on cards. The child 
gives the sum as soon as the card is given him. 

Cards exchanged. The sum' is given as soon as 
the teacher takes the cards. 

19. The combination that was on the card may 
be written on the board. 

20. Two circles are drawn on the floor. A 
smaller one inside a larger one. The teacher 
says, "At the first throw, the smaller circle will 
count three; the larger one four." (These figures 
are placed on the board one under the other.) 
"What will be the sum?" "The next time, the 
smaller circle will be worth two, the larger one 
six. What will be the value of both rings?" 
"Eight." "The third time the smaller ring will be 
worth four; the larger one five. The sum?" 



Sense Training and Games 53 

These combinations are put on the board: 

3 2 4 

465 
— ■ — — The value of the smaller ring is 
written first. 

Two pupils are called to lead the game. They 
write their names on the board. If Frank is suc- 
cessful in throwing the bags into both rings, he 
looks at the first combination and gives the sum. 
It is written under his name by somie child who 
has been chosen as the recorder. Frank 7. If 
at the next trial, he throws the bag into but one 
circle he looks at the board to see the valuation of 
this circle, and states what is to> be recorded. 

After the last throw, Frank's total score is an- 
nounced and May steps forward to compete with 
him. 

As soon as May's score has been announced, 
the children call the name of the one who beats in 
the game and applause follows. 

21. "Laura and Marion threw bean bags thru 
a hanging hoop, in which there was a bell. Every 
bag that went thru without ringing the bell count- 
ed 10. If the bell rang, the throw counted two. ' 
(Smith's Arith: Ginn & Co.) 

22. Ned and Jack cut holes in the bottom of a 
card-board 'box. They numbered the holes. They 
put the box on the floor and dropped marbles 



54 



Sense Training and Games 



from the height of a table. The score of each was 
kept. (Smith's Arithmetic.) 

23. Draw a circle or place a hoop on the floor. 
Two children are chosen. Bach child is given a 
number of blocks or bean bags. Each bag thrown 
into the circle counts 2. The pupils at the seats 
count "three two's — six, etc." The teacher 
writes: 

John Carrie 

3x2= 6 2x2= 4 

4x2= 8 3x2= 6 

5x2=10 7x2=14 

24. A number of steps are drawn on the board. 
Pupils race to see who can climb them first by 
stating or writing the sums. 



/ 



"I 



25. A man made four nests in one coop and four 
in another. (Nests drawn.) 









"l 




j 


: 






-1. 




2 


2 


2 




2 




2 


5 




4 


6 


4 




3 




3 4 






11 ' ' 


\ 


^^ — 




mmmt 








The hens laid this many eggs in each nest. (Chil- 
dren tell how many as each combination is writ- 
ten.) 



Sense Training and Games 



55 



Two boys went out to gather eggs. They tried 
to see who would get back to the house first. 
They were to count the eggs as they gathered 
them. 

"Be the boys, Harry and Earl." (Pupils erase the 
numbers in each circle and state the sum. The 
child who gets back to the line first wins the 
game.) 

26. Choosing for a game : 

"Choose eight people to play a game, Carrie." 
Carrie comes to the front and gives some com- 
bination in eight. "Four and four — eight." She 
then calls the children and arranges four in one 
group and four in the other and again tells how 
many. "Four and four — eight" 

27. Combinations placed in circles. Pupils race 
to see who can write the answers first. 

















3 




4 




3 


4 


2 


3 




4 




3 


4 


5 


2 


2 


3 




2 


3 




5 


2 


4 




3 


4 




mm 


"■■ 


■■ 




™ • 


■■ 





PHONICS 

I. Letters printed on squares of card-board. 
Pupils give the sounds of the letters as they are 
shown. 

S2. Class Race. The card is given to the pu- 
pil who says the sound first. 

3. Three or four pupils race. The game is 
won by the pupil who has the most cards. 

4. Cards are on the table turned face down. 
Two pupils — in turn — choose a card and give the 
sound instantly. If the child who is playing hesi- 
tates or fails to give the correct sound, the other 
contestant answers and receives the card. At the 
close of the game, the cards are counted and the 
class applauds for the one who has the most cards. 

5. Partners may be chosen to play the same 
game. Either one of the partners has the privi- 
lege of answering as soon as the card is shown. 

6. Letters placed upon the board or chart. 
The teacher says, "Let us see who can find the 
sounds first, Mary and Earl." Children take the 
pointers. The teacher gives the sound of a letter. 
Each child tries to find it first. 

7. Give each child two cards. The pupil gives 
the sound as soon as he receives it. "Find your 
sound on the board and hand me your card." 



Sense Training and Games 57 

8. Give each child a card. Call on individuals 
to sound. "Exchange cards," is the next direc- 
tion. 

"Give the sound as I take the card." 

9. "I passed two ponds," ,'(Draw circles.) 
"These children were skating." (Place letters in 

the circles.) 

"Name those who were in the first pond, Dor- 
ris. 

Tell who were on the other pond, Jessie. 

They skated for an hour or two. 

Then they were tired enough to rest. 

The children in this pond went home one at a 
time. Name them as they go." (Pupils give the 
sounds as the teacher erases them.) 

"The children on this pond went home by twos. 
Tell who went together, Harry." (He erases two* 
sounds. Other pupils are called to work in the 
same way.) 

10. Six or seven sounds are written on the 
board in two perpendicular lines. (See diagram 
below.) 

The teacher calls on as many pupils as there are 
sounds. The pupils arrange themselves — one back 
of the other — in two lines. 

At a signal, each leader runs to the board, 
gives the first sound in the line and erases the 
sound. The leaders then hand the erasers to the 
pupils w'ho stand next in line. These children 
each erase a sound. 



58 



Sense Training and Games 



The game is to see which row is first to erase 
all the sounds. 



a 


1 


b 


o 


c 


J 


d 


k 


e 


1 



ii. Here is a large swing. 



a b c d e f 



f 



These children are standing in line waiting their 
turn. (Sounds are placed on the board.) Name 
therrl 

"Who is first inline?" 

"She is to have the first swing. " (Place the 
sound in the swing.) 

"We will swing her three times and call her 
name each time we push the swing." (Children 
imitate pushing the swing and sound the letter 
each time.) 

"We will stop the swing and give some one else 
a chance." 



Sense Training and Games 



59 



"The next sound is placed in the swing and the 

game continues." 

"This time we will put two in the swing." 
"Call the names of those whom you would like 

to swing, Stanley." 

12. Sounds are on the board. 

A child is chosen to think of a sound. 

She steps in front of the class and says, "Guess 
which sound, Roderick." 

He points to the sound. "Is it r?" 

Dorris points to the sound and says, "No, it is 
not r." "Is it b," says Roderick. "Yes, it is b," 
says Dorris, pointing to the sound. 

13. One pupil may be chosen to lead the 
game. She thinks of a sound and calls on three 
pupils. Each child' — in turn — tries to guess the 
sound. (The one Who guesses correctly com- 
petes with other pupils whom the next leader 
may choose. 

14. Mabel has a box of blocks. 
"She made some front steps and some back 
steps. 











C 












P 




P 








M 






M 






X 








E? 


A 




[ 



6o Sense Training and Games 

"She and her little sister tried to see who could 
climb to the top first — Mabel climbed the front 
steps — her sister climbed the back steps. Every 
time they went up a step, they sounded the letter 
that was on the block. 

"Be Mabel, Harry. Be the sister, Nellie." 
(Pupils call the name of the child who reaches 
the top first and applaud.) 

15. A number of pupils are called to the front. 
Pupils at the seats observe what sound is given to 
each child. 

The cards are hidden as soon as the teacher 
calls on May to tell from memory what sound 
each child has. May says, "I want t, Dorris." If 
Dorris has this sound, she hands it to May. How- 
ever, if the correct sound had not 'been given, 
Dorris would have shown her card, given the 
sound and retained the card. 

When each child in the line has been called up- 
on, May writes her name on the board and the 
number of cards that she has won. 

Other pupils are called to stand in line. Sounds 
are given them and the game is played again. 
The pupils then look at the names on the board 
and clap for the child who has the most cards. 

16. Sounds — on cards — are placed in a wire 
photo rack. Two pupils race to* see who can get 
the most cards. They give the sound and then 
take the card. 

17. Two ladders are on the board. Sounds are 



Sense Training and Games 61 

placed on the rungs. Marion and Stanley race to 
see who will -be first to climb the ladder, by giving 
the sounds. 

1 8. The teacher calls upon the pupils to tell her 
what sounds to give. 

19. A pupil is called. ^Members of the class 
tell her what sounds to find. 

20. Four or five pupils stand in front of the 
class. Each child is given a sound. Some one is 
called to see how many of the cards he can get. 

If he hesitates in giving the sound or makes 2 
mistake he is not allowed to take the card. 

21. (Pupils stand as in exercise 20.) 

Two children are asked to race. They stand 
one at either end of the line and work towards 
each other — each one trying to give the most 
sounds. 

22. Each pupil in the class is given a sound. 
Harry is then appointed leader. He steps to 
the front and closes his eyes. The teacher signals 
to Mary to give her sound, as soon as she speaks, 
Harry gives the sound that Mary has and takes 
the card. He recites three or four times. Two 
or three pupils are called — one at a time — to work 
in the same way. The cards are then counted to 
see who has the most. 

23. A set of alphabet blocks afford numerous 
opportunities for playing phonetic games. 

24. Pupils stand in two rows. 



62 Sense Training and Games 

a b c d e f 

□ 



a b c d e f 



Each child gives the sound as the card is hand- 
ed him. When the teacher says, "Go," the pupils 
standing at "a" run and place their cards in the 
circle, give the sounds and return to place. 

iAs soon as they return, the pupils standing at 
"b" race in the sarnie way. The game is to see 
which row is first to get all the cards in the circle. 



MISCELLANEOUS GAMES 

i. Touch Game. 

The leader touches one or two objects in the 
room and calls on some one. This pupil responds 
by touching these objects and one more object. 
Some one else is called and the game continues 
until a mistake is made. 

Another leader is then chosen and a new game 
played. 

2. Feather Game. 

(Two pupils are chosen as leaders. Each lead- 
er gets his feather and chooses a certain number 
of helpers. 

When the signal is given, the leaders toss the 
feathers. Each side tries to keep the feathers in 
the air. As soon as the pupils on one side allow 
the feathers to drop everybody applauds for the 
other group. 

3. Block Games. 
1 O O 

2 o o 

3 O O 

Each pupil who is to race draws two circles on 
the floor — one at either end of the running track. 

The child who is called to race places three or 
four blocks in the circles, 1, 2, 3.. 

They then stand in readiness to carry the blocks 
— one at a time — to the circles at the other end. 



64 Sense Training and Games 

The one who is first ta get all his 'blocks in the 
circle wins the game. 
4. Skipping Tag. 

Several pupils stand in a line. Each child holds 
out one hand. 

Helen is chosen to< be the leader. She skips 
from the back of the room and touches Harry on 
the 'hand. Harry skips after Helen and tries to 
catch her before she reaches the starting point. 

If Helen is caught she takes her seat and Harry 
becomes the leader. 

However, if the leader is not caught she has the 
privilege of skipping again and Harry passes to the 
seat. 

Running and walking tag are played in the 
same way. 

Tne piano may tell the children what kind of 
tag to play. They will respond to the running 
and skipping motives. 

5. Touch Block. 

Material for playing. 

Three or four round sticks about a foot in 
length. On the end of each stick is fastened 
fringed tissue paper. (The standard colors should 
be used.) These make pretty and attractive look- 
ing brushes. Blocks ixtx6. 

Enough strips of colored tissue paper— corres- 
ponding to the colors of the brushes — to supply 
each child. 

Manner of playing. 

Tne teacher gives the following directions or 
writes them on the board: 



Sense Training and Games 65 

Let us play touch block. 

Place the blocks, Gladys. (1) 

Hold the colors, Mary, Stanley, Roderick. (2) 

Cora, Florence and Harold may race. (3) 

Choose your colors. (4) 

1. Gladys places the three blocks on the table 
some distance apart, or she may get three chains 
and place a block on each chain. 

2. Several long strips of blue tissue paper have 
been pinned together — also orange and red. 

3. They take the brushes and stand on the lines, 
one for each pupil, that have been made some dis- 
tance from the table. Each one is ready to try 
and touch his block without knocking it over and 
be first to return to line. 

4. The piano plays a running or skipping mo- 
tive and the children take the colors. 

5. A chord from the piano, a direction or sig- 
nal from the teacher or pupils and the race begins. 

The spectators watch to see which color wins. 
Waving of colors, and cries of "Hurrah! hurrah! 
orange! orange" greets the succesful contestant. 

6. Hide the Ball. 

The leader names some one to leave the room. 
The music begins. The child who has left the 
room enters. As he approaches the hidden object 
the music grows louder. When he turns to go 
away from the object the music is low. When 
the ball is found, the child who has been hunting, 
steps into the circle and every-body applauds him 
by clapping to the music. 



66 Sense Training and Games 

Clapping the hands may 'be used as a substitute 
for music. 

7. Circle Tag. 

Children are in the circle. Irvin is called to 
lead. He runs around the circle and touches Earl. 
Karl runs in the. opposite direction. They meet, 
take hold of hands, hop around each other, and 
then race around the circle to see who will be first 
to reach Earl's place. 

8. Stoop Tag. 

Pupils stand. The teacher or pupil gives the 
directions. "Stand. Stoop." All those who 
stand when they are told to stoop must be seated. 
Tine leader tries in every conceivable way to catch 
the children. 

9. Catch Tag. 

The children form a circle. "Cora may catch 
Mabel." Cora steps to the center of the circle. 
Mabel is on the outside. When Cora comes out, 
Mabel tries to 1 get in before she is caught. 

Those in the circle always assist the child with 
whom they are in sympathy. Consequently, when 
Mabel is inside the circle, Cora is allowed by some 
to get in, while others in the circle will be quick to 
let Mabel out. This freedom keeps up the spirit 
of the game and seems better than any stereo- 
typed way of playing it. 

10. Touch Hand Race. 

Four or five pupils stand at one end of the room. 
They are the leaders. Each leader chooses a 



Sense Training and Games 67 

partner who stands at the other end of the room — 
directly in front of his leader. 

Each leader holds out one hand — either the 
right or left, according - to the teacher's direction. 
The signal is given for the race to begin. Each 
contestant runs, touches his leader's hand and 
returns to the starting point. 

11. Flag &ace. 

(Flags of the Nations can be purchased from 
Thomas Charles Co., Chicago.) 

A race is announced to take place between Eng- 
land and Ireland. 

Dorothy and Nelson are to represent the coun- 
tries. 

Dorothv gets the flag of England and says 
"England." 

Nelson chooses his flag. "The flag of Ireland." 

They then stand in a line in front of the seats. 
At the signal to start, they run up the aisles — one 
child running to the right, the other to the left. 
Reaching the back of the room., they turn quickly 
and come down the aisles to the line. 

All call the name of the country that wins. 



POEMS, STORIES AND SONGS 

Children delight to retain and recall poems, 
stories and songs. We should create numerous 
opportunities whereby they may serve as channels 
for the expression of thought. 

The influence of free and spontaneous expres- 
sion through these mediums cannot be doubted. 

They appeal to children; exert a fascinating in- 
fluence over them; quicken their sympathies; stim- 
ulate their thoughts. 

SUGGESTIVE EXERCISES. 

i. Eullabies and other poems that have a ryth- 
mic flow are valuable to recite when the children 
show signs of fatigue. The teacher's voice and 
manner should express to the utmost the thoughts, 
the feelings, the sympathy of the poem? and 
songs. 

2. The teacher may give the thought con- 
tained in poems. (Pupils repeat the poem as 
soon as they can tell which one the teacher has in 
mind.) "A poem about the fourth month of the 
year. Mother Nature is calling this month; telling 
her to waken the flowery children." The poem, 
"Come up, April, through the valley," is repeated. 

3. In this song, there is a voice whispering to 
some little flowers. It is telling therm that it is 
time to get up. "Wake says the Sunshine," is 
sung. 



Sense Training' and Games 69 

4. Some friends lived in a great brown house. 
They had been asleep all winter. One day they 
stirred in their beds. They thought they heard 
a gentle tap, tap, tap. Then a sweet voice said, 
"your pretty eyes you must now unclose." The 
song, "To the great brown house where the flower 
lived, came the rain with his tap, tap, tap," is 
sung. 

5. A child may be called upon to dramatize a 
story. He calls upon others to help him. The 
others guess what story is being dramatized. 

Pilgrim Life, Eskimo Life, Hiawatha, Stories 
of George Washington or Abraham Lincoln, sug- 
gest many pictures tor dramatizations. The chil- 
dren will delight in acting these pictures for others 
to name. 

POEMS 

"Tell me, sunny golden-rod, 
Growing everywhere, 
Did fairies come from Fairyland 
And weave the dress you wear?" 



"Lovely are you, golden-rod, 

I will try like you 

To fill each day with deeds of cheer, 

Be loving, kind and true." 

"Come, little leaves," said the wind one day, 
"Come over the meadows with me and play; 
Put on your dresses of red and gold, 
For summer has gone and the days grow cold. 



70 Sense Training and Games 

"Whichever way the wind doth blow 
Some heart is glad to have it so; 
Then blow it east, or blow it west, 
The wind that blows, that wind is best." 



"Trees brown and bare, 
Dry leaves everywhere, 
Dancing up and down, 
Whirling through the air; 
Red cheeked apples roasted, 
Pop-corn almost done, 
Toes and chestnuts toasted, 
That's November fun." 



"The happy thank you day has come 
And harvest time is passed; 
We've gathered fruits and nuts and grains, 
We'll say good-bye at last; 
Goodrbye to autumn, autumn dear, 
And with our parting words 
We will sing our thanks to God above, 
For fruits and trees and birds." 



"The winds and raindrops help us to remember 
That this is Thanksgiving month, jolly November." 



"Cartloads of pumpkins as yellow as gold, 
Onions in silvery strings, 
Shining red apples and clusters of grapes, 
Nuts and a host of good things. 
Chickens and turkeys and fat little pigs, 
These are what Thanksgiving brings." 



Sense Training and Games 7 1 

"Lullaby, lullaby, all things must rest, 
Now while the summer flies 
Closed be your little eyes, 
Until old winter flies, 
Sleep, children, sleep." 

"Stately oaks watches are keeping 
Over the babies below, 
Acorn babies cosily sleeping 
Under the leaves and the snow." 



The great bare tree looked down and smiled, 
"Good night, dear little leaves," he said, 
And from below each sleepy child replied 
"It is so nice to go to bed." 

"We sleep all winter under the snow, 
We laugh in the springtime, 
And then we grow." 

"Rockaby baby, up in the tree, 

Rockaby, what can you see? 

Little brown cradles, 

Yes, that is all, 

Little brown cradles, 

Never will fall. 

Where are the babies? 

O, they are there wrapped 

In their blankets away from the air. 

Dear little nurslings, quiet all day 

In their green night gowns folded away, 

Sleep until spring time brightens the sky, 

Little leaf babies, we love you, bye bye." 



72 Sense Training and Games 

"Little white feathers, are filling the air, 
Little white feathers, how came you there? 
We came from the cloud birds sailing so high, 
They're shaking their white wings up in the sky. 
Little white feathers, how swift you go! 
Little white feathers, we love you so! 
We're swift because we have work to do, 
Now hold up your faces and we'll kiss you." 

"The little snow people are hurrying down 

From their home in the clouds overhead, 

They are working as hard as ever they can, 

Putting the world to bed. 

Every tree in a soft fleecy night gown they clothe, 

Each post has its night cap of white, 

And over the cold ground a thick cover they spread 

Before they say goodnight. 

And so they come eagerly sliding down 

With a swift and silent tread, 

Always as busy as busy can be, 

Putting the world to bed." 

"Help one another," the snowflakes said, 

As they cuddled down in their fleecy bed. 

One of us here would not be felt, 

One of us here would quickly melt; 

But I'll help you, and you help me, 

And then what a splendid drift there'll be." 



THE FAIRY ARTIST. 

"Oh, there is a little artist 

Who paints in the cold night hours 
Pictures for little children, 

Of wondrous trees and flowers. 



Sense Training and Games 73 



"Pictures of snow-white mountains 

Touching the snow-white sky; 
Pictures of distant oceans, 
Where pretty ships sail by. 

"The moon is the lamp he paints by; 

His canvas the window pane; 
His brush is a frozen snowflake, 
Jack Frost the artist's name." 

(To Be Dramatized). 

"Two little birddes 
One wintry day, 
Began to wonder 
And then to say, 
How about breakfast 
This wintry day? 
Two little maidens 
One wintry day, 
Into the garden 
Wended their way 
Where the snow lay deep 
That wintry day. 

They swept the snow 
With a broom away, 
They scattered crumbs 
And went to play, 
So the birdies had breakfast 
That wintry day." 

"Here I come — do you hear me sing? 
No other bird is on the wing. 
Peep, little ones, at me, me, me. 
While I chirp chickadee, dee, dee. 



74 Sense Training and Games 

Dear little hands, as winter comes, 
Fling to the snow birds dainty crumbs, 
Then we'll gather in glee, glee, glee, 
Singing — chic, chickadee, diee, dee." 

Why do bells on Christmas ring? 
Why do little children sing? 

Once a lovely shining star, 

Seen by shepherds from afar, 

Gently moved until its light 

Made a manger's cradle bright. 

There a darling baby lay 

Pillowed soft upon the hay, 

And its mother sang and smiled, 

"This is Christ, the Holy child" 

Therefore, bells for Christmas ring, 

Therefore, little children sing. 



— Eugene Field. 



Why do bells on Christmas ring? 
Lighting the skies, 
Let only loving looks 
Beam from your eyes." 

"While bells at Christmas ring 
Joyous and clear, 
Speak only happy words, 
All mirth and cheer." 

Give only loving gifts 
And in love take, 
Gladden the poor and sad 
For love's dear sake." 

'"There's a song in the air! 
There's a star in the sky! 



Sense Training and Games 75 

There's a mother's (Jeep prayer 

And a baby's low cry. 

And the star rains its fire, 

While the beautiful sing, 

For the manager of Bethlehem 

Cradles a King. 

Every heart is aflame, 

And the beautiful sing 

In the homes of the Nations 

That Jesus is King." 

"Oh, I am the little New Year, ho! ho! 
Here I come tripping it over the snow. 
Shaking my bells with a merry din, 
So open your door and let me in." 

"Little white snow drop just waking up 
Violet, daisy and sweet buttercup! 
Think of the flowers that are under the snow 
Waiting to grow." 

"Only a month or a few weeks more, 
Will they have to wait behind! that door; 
Listen and watch, for they are below. — 
Waiting to grow:" 

"Nothing so small or hidden so well, 
^hat God will not find it, and very soon tell 
His sun where to shine, and his rain where to go 
To help them to grow!" 

"How can a little child be merry 
In enowy, blowy January?" 
"By each day doing what is best, 
By thinking, working for the rest; 



j6 Sense Traitiing and Games 

So can a little child be merry 
In snowy, blowy January." 

"Here is February 

Such a tiny thing; 

She's the shortest daughter 

Mother Year can bring." 

There are many flags in many lands, 
There are flags of every hue; 
But there is no flag, however grand!, 
Like our own "Red, White and Blue." 

We shall always love the stars and stripes 
And we mean to be ever true 
To this land of ours, and the dear old flag, 
The "Red, the White and Blue." 

"O those whose lives are pure and true 

Shall be a help to me., to you, 

Will be the better for this one 

The good, brave, noble Washington." 

I know three little sisters, 
I think you know them, too, 
For one is red and one is white 
And the other one is blue. 
Hurrah for these three little sisters, 
Hurrah for the red), white and blue, 
Hurrah! hurrah! hurrah! hurrah! 
Hurrah! for the red, white and blue. 

"Robin is here, robin is here! 
O, give him a crumb. 
Robins are here, robins are here! 
And O, the spring has come! 



Sense Training and Games 77 

In the orchard robins sing, 

On the branches see him swing, 

Bringing to you, bringing to me, 

Promises of spring." — Selected. 

"What does it mean when the blue bird comes, 
And builds its nest, singing sweet and clear? 
When violets peep among the blades of grass, 
These are the signs that April is here." 

"O, bluebird*, up in the maple tree, 

Shaking your throats with such bursts of glee; 

How did you happen to be so blue? 

Did you steal a bit of the sky for your crest, 

And fasten blue violets into your breast? 

Tell me, I pray you, tell me true ! " 

— Emily Dickinson. 

March nodded to winter, "good-bye, good-bye," 
Off to your home in the south you must fly; 
Or have you forgotten that under the snow 
The wee seeds are waiting, yes, waiting to grow? 

"Come up, April, through the -valley, 

In your robes of beauty dressed, 

Come and wake the flowery children 

From their wintry beds of rest." — Phoebe Cary. 

"Guess what I know! If you look 

On the willows growing by the brook, 

Little furry pussies, soft and gray, 

On the slim red branches swing and sway, 

Cuddle close and never run away. 

Just the dearest pussies, small and sweet, 

Not a speck of any tail or feet. 



78 Sense Training and Games 

What if we should go there, you and I, 
With a big, big basket, warm an.d dry, 
Could we get some, do you suppose? Let's try." 

A blue-bird sat in my window; 

A blue violet peeped below; 

A deep blue sky was over them, 

They said, "Spring has come; did you know?" 

— Child Garden. 

"The little birds fly over, 
And oh! how sweetly sing, 
To tell the happy children 
That once again 'tis spring." 

"There surely is a goldmine somewhere 

Down beneath the grass; 

For dandelions are popping up 

In every place you pass. 

But if you want to gather some, 

You'd better not delay 

For the gold will turn to silver soon 

And all will blow away." 

"God sends his bright spring sun 
To melt the ice and snow, 
To start the green leaf buds, 
And make the flowers grow." 

"Oh, merry sparkling raindrops, 
You glimmer as you fall, 
And all the little flowers 
Will hear your joyful call." 

"I know, blue modest violets, 
Gleaming with sun at morn, 
I know the place you came from, 
And the way that you were born. 



Sense Training and Games 79 

When God cut holes in heaven, 
The holes the stars shine through, 
He let the scraps fall down to earth, 
The little scraps are you." 

When mother nature with planting was through, 

There was left of spring's own color, blue, 

Enough to fashion a flower, 

Whose hue was richer than all, and as fair; 

So she tossed the bright flower high up in the air, 

Saying, "So many bright flowers grow everywhere — 

Let this pretty one be a bird." 

"Creeping, creeping, here and there, 
In fields and meadows, everywhere, 
Coming up to greet the spring, 
And hear the robin redbreast sing; 
Creeping under children's feet, 
G-lancing at the violets sweet 
Growing into tiny bowers 
For the dainty meadow flowers — 
We are small, but think a minute 
Of a world with no grass in it." 

"Dainty little dandelion, 
Smiling on the lawn, 
Sleeping through the dewey eve, 
Waking with the dawn." 

"In the heart of a seed, 
Buried deep, so deep, 
A dear little plant 
Lay fast asleep." 



80 Sense Training and Games 

"Wake!" said the sunshine, 
"And creep to the light." 
"Wake!" said the voice 
Of the raindrops bright. 

"The little plant heard 

And it rose to see 

"What the wonderful' 

Outside world would he." — Selected. 



"All the birds and bees are singing; 
All the lily bells are ringing; 
All the brooks are full of laughter, 
And the wind comes whispering after, 
What is this they sing and say? 
It is May!" 



"Of all the weavers that I know, 
This birdie is the best; 
High on the branches of a tree 
She hangs her cosy nest. ( Oriole. ) 



This small bird is a mason, 

And underneath the eaves 

He builds a nest and plasters it 

With mud and hay and leaves. (Swallow.) 



A bird I know is hard at work, 

A carpenter is he, 

And you can hear him hammering 

His nest high up a tree." (Woodpecker.) 



Sense Training and Games 81 

"A little rain, and a little sun, 
And a little pearly dew, 
And a pushing up and reaehing out, 
Then leaves and tendrils all about, 
Ah, that's the. way the flowers grow. 
Don't you know?" 

"Rockabye, blossom, 
Upon a tree top, 
When the wind blows 
The blossoms will rock. 
First come the blossoms, 
And then comes the seed, 
Then cherries, the robins 
And children to feed." 

"I'm merry, breezy little March; 
Dear children gathered here, 
I hope you all are glad to greet 
The third month of the year 

"There's so much work for me to do, 
Old winter's stayed so long; 
And I must blow him back again, 
With breezes swift and strong. 

"Then I must melt the ice and snow, 

And waken little spring; 

And from the warm and sunny South, 

Must call the bird© again." — Primary Education. 

"Happy as a robin, 
Gentle as a dove, 
That's the sort of little child 
Every one will love." — Selected. 

f 



82 Sense Training and Games 

As wonderful things are hidden away 
In the heart of a little brown seed, 
As ever were found in the fairy net 
Of which children sometimes read. 

Over the pretty shining coat 
We sprinkle the earth so brown, 
And the sunshine warms its bed, 
And the rain comes dropping down. 

Patter, patter, the soft, warm rain 

Knocks at the tiny door, 

And two little heads come peeping out, 

Like a story in fairy lore. — Selected. 

"ONE, TWO, THREE." * 

It was an old, old, old, old lady, 
And a boy that was half-past-three, 

And the way that they played together 
Was beautiful to see. 

She couldn't go running and jumping, 

And the boy, no more could he; 
For he was a thin little fellow, 

With a thin little twisted knee. 

They sat in the yellow sunlight, 

Out under the maple-tree; 
And the game that they played I'll tell ydu, 

Just as it was told to me. 

It was Hide-and-Go Seek they were playing, 
Though you'd never have known it to be — 

With an old, old, old, old lady 
And a boy with a twisted knee. 



* To be read or recited to the pupils. 



Sense Training and Games 83 

The boy would bend his face down 

On his one little sound right knee, 
And he'd guess where she was hiding 

In guesses One, Two, Three, 

"You are in the china closet!" 

He would cry and laugh with glee — 
It wasn't the china closet, 

But he still had Two and Three. 



"You are up in papa's big bed-room, 
In the chest with the queer old key," 

And she said, "You are warm and warmer; 
But you're not quite right," said she. 



"It can't be the little cupboard 
Where mamma's things used to be — 

So it must be the clothes-press, Gran'may* 
And he found her with his Three. 

Then she covered her face, with her fingers, 
They were wrinkled and white and wee, 

And she guessed where the boy was hiding, 
With a One and a Two and a Three. 



And they never had stirred from their places 

Right under the maple-tree — 
This old, old, old, old lady 

And the boy with the lame little knee — 
This dear, dear, dear old lady 

And the boy who was half-past-three. 

— H. C. Bunner. 



84 Sense Training and Games 

THE COMING OF SPRING. 

"The birds are coming home soon; 

I look for them every day; 
I listen to catch the first wild strain, 

For they must be singing by May. 

The blue-bird, he'll come first, you know, 

Like a violet that has taken wings; 
And) the red-breast trills while his nest he builds, 

I can hum the song that he sings." 

"The birds are all nesting, 
The earth has done resting, 

Because 'tis the spring of the year. 
The robins are singing, 
Green grasses are springing, 

T(he blue-bird's song you may hear." 

"Do you ask what the birds say? The sparrow, the dove, 
The linnet, and thrush say, I love, I love. 
In the winter they are silent, the wind is so strong; 
What it says I don't know, but it sings a loud song. 
But green boughs, and blossoms and sunny, warm weather, 
And singing and loving all come back together." 

— Samuel Taylor Coleridge. 



THE JAP'S LULLABY. * 

Sleep, little brown dove, on thy mother's breast, 
The stars are out and my bird must rest. 
"Why do you stretch your arms and weep? 
The moon's awake and my babe must sleep. 

Sleep, little brown dove, sleep, sleep, sleep. 



* To be read or recited to the pupils 



Sense Training and Games 85 

Sleep, little brown dove, near your mother's heart, 
Why do you wake with a frightened start? 
'Tis only the wind through the plum trees blowing, 
And the cockbird vain to his rivals crowing. 

Sleep, little brown dove, sleep, sleep, sleep. 

Sleep, little brown dove, and know no fear, 
Nothing can harm thee if mother is near. 
The snake in the grass cannot harm my child, 
Nor lightning strike though the storm be wild. 
Sleep, little brown dove, sleep, sleep, sleep. 

Sleep, little brown dove, and dream no dreams, 
When the night bird flies with its harshest screams. 
Cuddle your head to my breast so strong, 
And smile in your sleep the whole night long. 
Sleep, little brown dove, sleep, sleep, sleep. 

—The Teller of Tales. 



THE SLEEPY SONG.* 

As soon as the fire burns red and low 

And the house upstairs is still, 
She sings me a queer little sleepy eong, 

Of sheep that go over the hill. 

The good little sheep run quick and soft, 
Their colors are gray and white; 

They follow their leader nose and tail, 
For they must be home by night. 

And one slips over, and one comes next, 

And one runs after behind; 
The gray one's nose at the white one's tail, 

The top of the hill they find. 



* To be read or recited to the pupils. 



86 Sense Training and Gaines 

And when they get to the top of the hill 

They quietly slip away, 
But one runs over and one comes next — 

Their colors are white and gray. 

And over they go, and over they go, 

And over the top of the hill, 
The good little sheep run quick and soft, 

And the house upstairs is still. 

And one slips over and one comes next, 
The good little, gray little sheep! 

I watch how the fire burns red and low. 
And she says that I fall asleep. 

— Josephine Daskam "Poetry." — Scribner's. 



"GOLDEN-ROD." * 

"How in the world did I happen to bloom 

All by myself alone, 
By the side of dusty, country road, 

With pnly a rough old stone 
For company?" And the golden-rod 

As she drooped her yellow head, 
Gave a mournful sigh. "Who cares for me, 

Or knows I'm alive?" she said. 

"A snow white daisy I'd like to be, 

Half hid in the cool green sod; 
Or a pink spirea, or sweet wild rose, — 

But I'm only a golden-rod." 
"Nobody knows that I'm here, nor cares 

Whether I live or die! 

Such a common thing as I?" 
In the world of beautiful flowers, who wants 



*To be read or recited to ths puqils. 



Sense Training and Games 87 

But all of a sudden she ceased tier plaint, 

For a child's voice cried in glee: 
"Here's a dear little, lovely golden-rod; 

Did you bloom on purpose for me? 
Down by the brook the beautiful daisies 

And the purple asters nod; 
And beckon to me, — but more tlian all do 

I love you, golden-rod!" 

She raised the flower to her rosy lips, 

And merrily kissed its face. 
"Ah! now I see," said the golden-rod, 

"How this is the very place 
That was meant for me; and I'm glad I bloomed 

Just here by the road alone, 
With nobody near for company 

But a dear old mossy stone." — Selected 



OUR FLAG. 

Bertha E. Bush. 

"Over the school-house, floating high, 
We see our flag as we pass by. 

It has thirteen stripes, and seven are red, 
And six are white as the snow instead. 

With a little piece of star-filled sky 
.Set in the corner to gladden the eye. 

You may search and search the whole world through 
There is naught so dear as its red, white and blue." 



88 Sense Training and Games 

A little Indian baby, 

Cradled high up in the tree, 
Where birdies are singing so sweetly 

And breezes are blowing so free. 
His grandmother is so busy, 

And baby is in the way, 
So she hangs him up in the tree top 

And there he will have to stay 
Till her work is done, and she is ready 

For her little papoose again. 
Oh! a nest in the tree is a very good thing 

For troublesome babies, 'tis plain. 



Notes 89 



go Notes 



Notes 91 



92 Notes 



Notes 93 



96 Notes 



JUN 11 1907 



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